Program Learning Outcomes

Transcription

1 Program Learning Outcomes Guidelines for Program Development and Review Business Dentistry Engineering Medicine Nursing Pharmacy Teacher Education National Commission for Academic Accreditation & Assessment

2 Table of Contents INTRODUCTION... 4 LEARNING OUTCOMES... 5 Knowledge... 6 Cognitive Skills... 7 Interpersonal Skills and Responsibility... 8 Communication, Information Technology, and Numerical Skills... 9 Psychomotor Specific Learning Outcomes for Business Education Prerequisite Learning Specific Knowledge Outcomes Specific Cognitive Skills Outcomes Specific Interpersonal Skills and Responsibility Outcomes Specific Communication, Information Technology and Numerical Skills Outcomes Specific Learning Outcomes for Dental Education Prerequisite Learning Specific Knowledge Outcomes Specific Cognitive Skills Outcomes Specific Interpersonal Skills and Responsibility Outcomes Specific Communication, Information Technology and Numerical Skills Outcomes Specific Psychomotor Skills Outcomes Specific Learning Outcomes for Engineering Education Prerequisite Learning Specific Knowledge Outcomes Specific Cognitive Skills Outcomes Specific Interpersonal Skills and Responsibility Outcomes Specific Communication, Information Technology, and Numerical Skills Outcomes Specific Learning Outcomes for Medical Education Prerequisite Learning Specific Knowledge Learning Outcomes Specific Cognitive Skills Outcomes Specific Interpersonal Skills and Responsibility Outcomes Specific Communication, Information Technology, and Numerical Skills Outcomes Specific Psychomotor Skills Outcomes Specific Learning Outcomes for Nursing Education Learning Outcomes Page 2 of 60

3 Specific Knowledge Outcomes Specific Cognitive Skills Outcomes Specific Interpersonal Skills and Responsibility Outcomes Specific Communication, Information Technology, and Numerical Skills Outcomes Specific Psychomotor Skills Outcomes Specific Learning Outcomes for Pharmaceutical Education Prerequisite Learning Specific Knowledge Outcomes Specific Cognitive Skills Outcomes Specific Interpersonal Skills and Responsibility Outcomes Specific Communication, Information Technology and Numerical Skills Outcomes Specific Learning Outcomes for Teacher Education Prerequisite Learning Specific Knowledge Outcomes Specific Cognitive Skills Outcomes Specific Interpersonal Skills and Responsibility Outcome Specific Communication, Information Technology, and Numerical Skills Outcomes CONSULTATION AND REVIEW International Consulting Committees Business Dentistry Engineering Nursing Medicine Pharmacy Teacher Education University Review Learning Outcomes Page 3 of 60

4 INTRODUCTION The learning outcomes for higher education programs at the bachelor s (baccalaureate) degree level have been prepared as a guide to assist higher education institutions in developing, assessing and reviewing educational programs in the professions. The professions included in this guide are Business, Dentistry, Engineering, Medicine, Nursing, Pharmacy, and Teacher Education. Learning outcomes for additional professions will be added as the system of quality assurance evolves and the colleges and universities in the Kingdom of Saudi Arabia begin to offer more programs that prepare graduates for professional practice. Programs developed within these guidelines should provide graduates with the knowledge, cognitive skills, and psychomotor skills for successful entry to their profession. The learning outcomes are grouped into four broad categories: knowledge; cognitive skills; interpersonal skills and responsibility; communication, information technology and numerical skills; and psychomotor skills. These are consistent with the principal elements in the National Qualifications Framework for the Kingdom 1. Outcomes in the fifth category, psychomotor skills, apply when relevant to the particular professional field. This document, Guidelines for Program Development and Review, was prepared from the contributions and insights from committees of international experts followed by review and consultation with academic professionals in select universities in the Kingdom of Saudi Arabia. This consultation and review was conducted with a view toward providing advice consistent with current international best practices, the standards of international accrediting organizations, and the educational policies and cultural norms in the Kingdom of Saudi Arabia. The guidelines are presented as broad statements of learning outcomes that are internationally accepted attributes of graduates entering the practicing professions. They do not specify courses, credit hours, or field experiences. Additional learning outcomes may be included in an institution s total program to reflect the particular vision, mission, and objectives of the institution. However, the institution and its faculty should ensure that the courses, out-of-class experiences; such as, internships, and field experiences, that comprise the total program devote attention and time to achieving outcomes that are consistent with these guidelines, and to those required to achieve the vision, mission, and objectives of the institution. Periodic review, and revision, of these guidelines is ongoing to ensure that the learning outcomes continue to develop within the graduates, relevant and reliable attributes of successful professional practice; especially, as the professions evolve to embrace advances in technology, new and innovative processes and procedures, and evident discoveries influencing professional practice. 1 National Qualifications Framework for Higher Education in the Kingdom of Saudi Arabia, May 2009 Learning Outcomes Page 4 of 60

5 LEARNING OUTCOMES This guide groups the learning outcomes expected of graduates into five broad categories and describes expected learning at each level of these groupings. The expected learning outcomes include the capacity to draw on a wide range of sources of information in carrying out investigations relevant to the student s field of study or profession, to confirm its reliability, and to draw valid conclusions. The levels of knowledge and skills expected, expressed in broad general terms, apply to any field but in developing a program of study, it is necessary to identify the specific knowledge and thinking skills that are expected in that field of study. In this guide, each relevant field of study is addressed at the specific levels expected of bachelor s degree graduates. The expected learning outcomes for graduates with a bachelor s degree are in the broad categories of Knowledge Cognitive Skills Interpersonal Skills and Responsibility Communication, Information Technology and Numerical Skills, and Psychomotor Skills Learning outcomes included in the first two categories, knowledge and cognitive skills are specific to the field of study or profession for which graduate is being prepared. These learning outcomes involve knowledge and the development of intellectual skills. This includes the recall or recognition of facts, procedural patterns, and concepts that serve in the development of intellectual abilities. The third and fourth categories: interpersonal skills and responsibility; and communication, information technology and numerical skills are general competencies that all students should develop regardless of their field of study; though they may have particular importance and be given special attention in some fields. For example, management information systems or electrical engineering, require higher levels of achievement. Development of these abilities are often achieved in specially designed courses, or preferably, integrated into a number of courses throughout the program. When integrated throughout the program, the development of these abilities is incorporated throughout the teaching and learning processes. The more advanced and specialized learning expected in these categories can be included in the levels of knowledge, cognitive skills or communication, information technology, and numerical skills. The psychomotor outcomes are skills-based and developed through practice. They include physical movement, eye-hand coordination, and use of the motor-skill areas. For example, dentistry, medicine, and nursing require higher levels of achievement. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. Skills are progressively refined and become more advanced over time. However, the intellectual content needed to achieve competence in this skill is cognitive and should be treated accordingly. Learning Outcomes Page 5 of 60

6 The broad levels of learning outcomes are given in the following tables: Knowledge 2 Knowledge learning outcomes include the ability to recall, understand, and present information, including: Knowledge of facts Knowledge of concepts, principles and theories, and Knowledge of procedures The levels of knowledge expected of Bachelor s Degree graduates Successful graduates should demonstrate: a comprehensive, coherent and systematic body of knowledge in their field and the underlying principles and theories associated with it. an awareness of relevant knowledge and theory in other related disciplines and professional fields. familiarity with the latest developments at the forefront of specializations within their field including current research resolution of significant professional issues. an awareness of relevant conventions, regulations, and technical requirements and of how these may be modified over time in response to changing circumstances. 2 Anderson, L. W., Krathwohl, D.R., A Taxonomy for Learning, Teaching, and Assessment: A Revision of Bloom s Taxonomy of Educational Objectives: Complete Edition, New York, Longman, 2001 Learning Outcomes Page 6 of 60

7 Cognitive Skills 3 Cognitive skill learning outcomes include the ability to: apply conceptual understanding of concepts, principles, theories and apply procedures involved in critical thinking and creative problem solving, both when required to do so, and when faced with unanticipated new situations investigate issues and problems in a field of study using a range of sources and draw valid conclusions The levels of cognitive skills expected of Bachelor s Degree graduates Successful graduates should be able to: undertake investigations, comprehend and evaluate new information, concepts, and evidence from a range of sources, and apply conclusions to a wide range of issues and problems with limited guidance investigate relatively complex problems and recommend creative and innovative solutions taking account of relevant theoretical knowledge and practical experience, and the consequences of decisions made apply these skills and insights in professional and academic contexts relevant to the field of study undertaken In professional programs, the graduates should not only be able to use routine procedures appropriately, but also identify situations requiring innovative solutions and draw on relevant theoretical and respond to practical insights. 3 B. S. Bloom, Taxonomy of Educational Objectives. 1. Cognitive Domain, New York, Longman, 1984 Learning Outcomes Page 7 of 60

8 Interpersonal Skills and Responsibility Interpersonal skills and responsibility learning outcomes include both the ability and the predisposition to: take responsibility for their own learning and continuing personal and professional development work effectively in groups and exercise leadership when appropriate act responsibly in personal and professional relationships act ethically and consistently with high moral standards in personal and public forums The levels of interpersonal skills and responsibility expected of Bachelor s Degree graduates Successful graduates should possess the : capacity to contribute to and facilitate constructive resolution of issues in group or team situations, whether in a leadership role or as a member of a group ability to exercise group leadership in undefined situations calling for innovative responses ability to take initiative in identifying issues requiring attention and in address them appropriately on an individual or team basis capacity and acceptance to take responsibility for their continued life-long learning ability to identify and use appropriate means of researching new information or techniques of analysis needed for completion of tasks ability to deal with ethical and professional issues involving values and moral judgments in ways that are sensitive to others and consistent with underlying basic values and relevant professional codes of practice Learning Outcomes Page 8 of 60

9 Communication, Information Technology, and Numerical Skills Communication, information technology, and numerical skills outcomes include the ability to: communicate effectively in oral and written form use information and communications technology, and use modern mathematical and statistical techniques The levels of communication, information technology and numerical skills expected of Bachelor s Degree graduates Successful graduates should demonstrate: ability when investigating issues and problems to identify relevant statistical or mathematical techniques and apply them creatively in interpreting information and proposing solutions ability to communicate effectively both orally and in writing, selecting and using forms of presentation appropriate for differing issues and audiences use of the most appropriate information and communications technology in gathering, interpreting, and communicating information and ideas Learning Outcomes Page 9 of 60

10 Psychomotor Psychomotor skills include manual dexterity and the capacity to manage physical behavior with precision and skill. They include skilled use of equipment and other physical activity (that may be managed consciously or unconsciously), voice production and non-verbal communications. Descriptions of the level of psychomotor skills expected of a bachelor s degree graduate will vary widely for different fields of study according to the nature of the skills to be developed in different academic areas or professional fields The levels of psychomotor skills expected of Bachelor s Degree graduates Successful graduates should demonstrate levels of achievement appropriate to their field of study: an ability to use sensory cues to guide motor activity skillful performance of motor activities coordination of a series of activities to achieve internal consistency achievement of high levels of motor skills performance naturally Learning Outcomes Page 10 of 60

11 Specific Learning Outcomes for Business Education In addition to the general learning outcomes for all bachelor s degree graduates, each program in business education must include knowledge and skills required for professional practice and must be at a standard equivalent to that required in bachelor s degree programs generally. These guidelines cover general business and management degree programs at bachelor s degree level including particular learning outcomes expected for fields of study in accounting, economics and management information systems. It also covers majors in other business functions or specialist business areas and the business and management core for joint programs with other disciplines or specialized business programs either in a functional area or application; e.g. e-commerce, entrepreneurship, banking etc. In these cases, there will be less time for the core business material, but the expectation is that all the key areas will be covered, although in less detail. When economics is taught as a discipline within a business program, it should be aligned with the distinctive learning objectives of the business program. Prerequisite Learning Students graduating from secondary school may be admitted to bachelor s degree programs in business from both arts and science tracks provided they have an adequate background in mathematics (equivalent to year 12 mathematics). If a preparatory year is offered to students with a limited background in mathematics, then this preparation should bring students up to a level at least equivalent to year 12 mathematics. The preparatory year should also focus on the development of spoken and written English skills, and competency in the use of information technology. Credits earned in the preparatory year should not be counted for credit towards the fouryear bachelor s degree programs. Learning Outcomes Page 11 of 60

12 Specific Knowledge Outcomes Bachelor s degree graduates should be able to demonstrate sound knowledge of: macro- and micro-economic concepts and methods of economic analysis and the ability to apply these to a range of business problems methods for the analysis and synthesis of data using a range of mathematical techniques, supported by appropriate software to inform business decisions how accounting statements are prepared with the ability to interpret these and other financial and managerial accounting information in an organizational context organizations, their structures and how they are managed within the context of national and international business, economic and political organizations which form the business environment theories which explain individual and group behaviors and their relationship with the internal functioning of the organization the processes and practices for the effective management of organizations and decisionmaking within them the legal environment within which local, regional and international commerce is conducted the management and exploitation of information systems and the use of broader information and communication technologies the creation of value through the integrated production and distribution of goods, services and information customer expectations and the importance of a customer orientation and customer service to all organizations the fundamentals of marketing and consumer behavior, and the processes by which marketing plans and strategies are constructed effective strategies for the management and development of people within the organization the sources, uses and management of finance within the organization and its relationship with external financial markets and the management of risk business policy and strategy; how appropriate policies and strategies are developed to meet the challenges of a changing environment and to achieve organizational goals (This is also one of the vehicles by which the different strands of the program are brought together and integrated) ethics, professional codes of conduct, corporate governance and corporate social responsibility the increasing importance of sustainability the interrelatedness of all the different aspects of business, including their local, regional and international dimensions In addition,

13 Graduates of Accounting programs 4, should have an in-depth knowledge of o financial accounting o accounting standards and statutory reporting requirements o management accounting and control systems o business, commercial and taxation law o audit and assurance o financial management and basic treasury functions Graduates of Economics programs, should have in-depth knowledge of o micro economics o macro-economics o basic econometrics and economic forecasting techniques and at least an introductory knowledge of o welfare economics o labor economics o international trade o industrial organization, o development economics o energy economics o political economy Graduates of Management Information Systems programs should have in-depth knowledge of the applications of o business intelligence systems o enterprise information systems o systems analysis and design o e-commerce o data base management and systems o project management methods o systems security and data recovery Specific Cognitive Skills Outcomes Business and management degrees are strongly related to practice. There should be a strong link between the development of skills and the employability of graduates at appropriate levels. It is 4 Note: The Saudi Organization for Certified Public Accountants does not conduct its own professional program. Rather, admission is by SOCPA's own examinations, following the completion of a bachelor s degree in accounting. The educational requirements of IES 2 are intended to cover all pre-certification educational requirements. In the case of Saudi Arabia, the educational requirements will need to be covered in the undergraduate curriculum. Learning Outcomes Page 13 of 60

14 important that there are effective strategies for the development of work-related skills and that teaching staff are equipped to deliver them. Graduates should be able to demonstrate a range of cognitive skills together with techniques specific to business and management. Graduates should be able to identify and use appropriate cognitive skills to deal with anticipated and unanticipated issues and problems in the business environment. Cognitive skills in business include: skills of critical thinking, analysis and synthesis and applying the knowledge and understanding of concepts and theories described in the knowledge category above to business problems This includes the capability to identify assumptions, evaluate statements by reference to relevant evidence, to detect false logic or reasoning, to identify implicit values, to utilize terms correctly and to generalize appropriately effective problem solving and decision-making using appropriate quantitative and qualitative skills and applying the knowledge described above including identifying, formulating and solving business problems The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of business situations ability to apply numeracy and quantitative skills including data analysis, interpretation and extrapolation to issues and problems in business use of models to analyze business problems and phenomena ability to conduct research into business and management issues, either individually or as part of a team for projects, investigations and presentations This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for this to inform the overall investigating, reporting and learning process ability to interpret accounting, business and economic data including material published in the business and financial press, in periodicals and on websites ability to anticipate the impact of information and communication technologies on business performance, and the ability to recognize and exploit the potential of new technologies Specific Interpersonal Skills and Responsibility Outcomes Note that the intention in describing these outcomes is that graduates will actually behave in the ways described. Programs should ensure that students are able to do these things effectively, and that there are reasonable expectations that they will do so. Program evaluation strategies should include evidence that these expectations are being realized. Interpersonal skill and responsibility outcomes for programs in business include: Learning Outcomes Page 14 of 60

15 effective self-management in terms of time, planning and behavior, motivation, selfstarting, individual initiative and enterprise effective performance within a team environment, including leadership, team building, influencing and project management skills interpersonal skills of effective listening, negotiating, persuasion and presentation self-reflection, self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues skills of learning to learn and developing a continuing appetite for learning, reflective, adaptive and collaborative learning personal integrity, reliability, honesty, trustworthiness and ethical behavior towards others inside and outside the organization in which they work understanding and capacity to adapt to change in response to the dynamics of the external and internal organizational environments capacity to prepare and plan for personal career progression in business and management commitment to lifelong learning and professional development understanding and valuing of cultural diversity, and the personal capacity to work in a diverse environment capacity for creativity, innovation and enterprise in the workplace engagement with collaborative learning; that is, to learn from others and to contribute to the learning of others skills to balance the competing demands of family, work and community service as appropriate for each individual in the context of their particular circumstances Specific Communication, Information Technology and Numerical Skills 5 Outcomes Learning outcomes expected in this category include: The ability to communicate effectively both orally and in writing using a range of media that are widely used in business; such as, writing and presenting business reports The ability to make effective use of communication and information technology for business applications, including the presentation of analyses of reports and data from other information sources, and the presentation of reports The ability to select and present technical, financial, and economic data in a manner that conveys key points to both business and non-specialist audiences The ability to use information technology to investigate, analyze and provide solutions to business problems. The ability to make judgments about the quality and reliability of information sources; for example, information derived from the internet or from other sources. 5 Numerical skills expected of a business graduate are substantial and are dealt with under the categories of knowledge and cognitive skills. Learning Outcomes Page 15 of 60

16 Learning Outcomes Page 16 of 60

17 Specific Learning Outcomes for Dental Education The learning outcomes for dentistry include substantial scientific knowledge relevant to the practice of dentistry and the ability to apply this knowledge in diagnosis and treatment of patients. Highly developed psychomotor skills are extremely important, as are the interpersonal skills required in patient care in what is for many a sensitive field of activity. Development of these abilities requires a combination of academic study, practical training, and substantial supervised clinical experience. Rapid developments in research and technology require a firm commitment on the part of graduates to continuing study and professional development. Prerequisite Learning Students graduating from secondary school and admitted to bachelor s degree programs in dentistry would be expected to have completed a science track. If a preparatory year is offered to students whose background in relevant sciences and mathematics is considered doubtful, studies in that year should bring students up to a level at least equivalent to year 12. The preparatory year should also focus on the development of spoken and written English skills, and IT user competency. Credits earned in the preparatory year should not be counted for credit towards the four-year bachelor s degree programs. Specific Knowledge Outcomes Bachelor s degree graduates in dentistry should be able to demonstrate sound knowledge of the following areas as they relate to the practice of dentistry: How the body functions basic and biomedical sciences drawing on disciplines as follows: o anatomy and cell biology, physiology and biochemistry o genetics o human development o microbiology, pathology, human health and diseases including oral and para-oral diseases o disease and health epidemiology and prevention o pharmacology o medical emergencies Behavioral sciences and the principles of communication Learning Outcomes Page 17 of 60

18 Law and ethics and professionalism o the development of dentistry as a profession o informed consent procedures o clinical governance in dentistry o research governance in dentistry Clinical techniques and procedures relative to the practice of dentistry o principles of recording oral conditions and evaluating data o infection control in the dental clinic o prevention of oral diseases o medical & therapeutics o surgical approaches in the treatment of oral diseases o restorative care Patient investigations in dental care o how to take a history o how to use special tests o how to make a diagnosis o how to develop treatment plans The structure and functions of the health care and oral health care team o health care system o practice management Specific Cognitive Skills Outcomes Dentistry graduates must have the ability to apply their knowledge and understanding of relevant principles and theories in carrying out the following types of responsibilities: Clinical reasoning, decision making, and judgment using evidence-based knowledge drawing on o problem recognition skills, for example disease identification differential diagnosis o problem solving in dental care, for example pain and pain control ensuring patient acceptance of care o critical thinking, for example analysis of the literature using contemporary electronic methods understanding evidence-based approaches research activities Undertaking patient investigations o taking a patient history Learning Outcomes Page 18 of 60

19 o using special tests for example radiography biopsy techniques dental caries detection methods o making a diagnosis o developing a treatment plan Specific Interpersonal Skills and Responsibility Outcomes Note that the intention in describing these outcomes is that graduates will actually behave in the ways described. Programs should ensure that students are able to do these things effectively, and that there are reasonable expectations that they will do so. Program evaluation strategies should include evidence that these expectations are being realized. Personal Characteristics effective self-management in terms of time, planning and behavior, motivation, individual initiative and creative enterprise effective performance within a team environment, including leadership when appropriate, team building, positive influencing of others and project management skills interpersonal skills of effective listening, negotiating, persuasion and presentation self-reflection, self awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues skills of learning to learn and developing a continuing appetite for learning, reflective, adaptive and collaborative learning personal integrity, reliability, honesty, trustworthiness and ethical behavior towards others inside and outside the organization in which they work understanding and capacity to adapt to change in response to the dynamics of the external and internal organizational environments capacity to prepare and plan for personal career progression commitment to lifelong learning and professional development understanding and valuing of cultural diversity, and the personal capacity to work in a diverse environment capacity for creativity, innovation and enterprise in the workplace engagement with collaborative learning; that is, to learn from others and to contribute to the learning of others ability to balance the competing demands of family, work and community service as appropriate for each individual in the context of his or her particular circumstances In particular, dentistry graduates must be able to demonstrate high-level interpersonal skills and responsibilities in the following activities: Learning Outcomes Page 19 of 60

20 practicing dentistry in the best interests of their patients at all times and placing the needs of their patients above themselves providing care and acting at all times in an ethical and legal manner respecting the needs of their patients and their care givers or guardians relating to and communicating appropriately and effectively with their patients relating to and communicating appropriately and effectively with members of their dental team and other health care workers relating to and communicating appropriately and effectively with the wider community providing leadership carrying out professional and community responsibilities undertaking continuing professional development maintaining a personal portfolio and encouraging others to so Specific Communication, Information Technology and Numerical Skills 6 Outcomes Other outcomes expected in this category include: The ability to communicate effectively both orally and in writing using a range of media that are widely used in communications with patients and professional colleagues and presentation of reports The ability to make effective use of communication and information technology for business and professional applications, including the presentation of analyses of reports and data from other information sources, and the presentation of reports The ability to make judgments about the quality and reliability of information sources, for example information derived from the internet or from other reports. Specific Psychomotor Skills Outcomes Psychomotor skills requiring high levels of manual dexterity and control over physical functions are relevant to some fields of study and not others, and their nature varies widely for different fields. In dentistry, they are extremely important and involve very high levels of manual dexterity and control over equipment combined with thorough knowledge and problem solving skills. Particular psychomotor skills for dentistry include: 6 Numerical skills expected of a dentistry graduate are substantial and are dealt with under the categories of knowledge and cognitive skills. Learning Outcomes Page 20 of 60

21 Hand-eye co-ordination, particularly to prevent injury to the patient and the operator in carrying out activities such as: o Preparing cavities with precision o Placing restorations o Probing hard and soft tissues with care o Placing a rubber dam o Give dental injections with safety and minimum discomfort o Securing matrix bands prior to restoration o Choosing maintaining and effectively using appropriate dental instruments Manual dexterity o fine motor control including ability to use both hands o high level tactile sense Visual acuity Ability to think and operate in three dimensions Ability to carry out treatments using mirror images Learning Outcomes Page 21 of 60

22 Specific Learning Outcomes for Engineering Education Engineering is an activity that is essential to meeting the needs of people, economic development and the provision of services to society. Engineering involves the purposeful application of mathematical, and natural sciences, and a body of engineering knowledge, technology and techniques. Engineering seeks to produce solutions whose effects are predicted to the greatest degree possible in often uncertain contexts. While bringing benefits, engineering activity has potential adverse consequences. Engineering therefore must be carried out responsibly and ethically, use available resources efficiently, be economic, safeguard health and safety, be environmentally sound and sustainable and generally manage risks throughout the entire lifecycle of a system. In order to facilitate international recognition of the Saudi Arabian engineering programs and their graduates, this document has been based on the graduate profile developed by the Washington Accord Signatories. 7 These guidelines cover the learning outcomes required of all engineering programs at the bachelor s degree level and includes particular learning outcomes expected; for example, for Chemical, Civil, Electrical, Industrial, Mechanical and Petroleum Engineering. It does not present learning outcomes associated with sub-specializations within these programs. However, it is intended to be used as a guideline for the establishment of learning outcomes for the development of curricula for these and other engineering programs. Prerequisite Learning Students graduating from secondary school may be admitted to bachelor s degree programs in engineering following successful completion of the science track, provided they have an adequate background in mathematics (equivalent to year 12 mathematics, ie., the final year of high school). If a preparatory year is offered to provide additional assistance to science track students for entry to the four-year bachelor s degree programs, it should focus on the development of oral and written English skills and any academic background relevant to the proposed engineering degree program. Specific Knowledge Outcomes All engineering bachelor s degree graduates should have: knowledge of mathematics, science and engineering fundamentals relevant to their engineering specialisation, together with in-depth knowledge of that specialisation knowledge of societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional engineering practice 7 7 Graduate Attributes and Professional Competency Profiles for the Engineer, Engineering Technologist, and Engineering Technician, Hu Hanrahan, George D. Peterson, 5 th Annual ASEE Global Colloquium on Engineering Education (2006) Learning Outcomes Page 22 of 60

23 knowledge and understanding of engineering management principles understanding of the impact of professional engineering solutions in societal and environmental contexts and the ability to demonstrate knowledge of and need for sustainable development In addition, Graduates of Chemical Engineering programs should have a sound knowledge of: engineering mathematics relevant to the discipline physical chemistry and basic inorganic and organic chemistry thermodynamic and transport properties of fluids, solids and multiphase systems the principles of momentum, heat and mass transfer the principles of equilibrium and chemical thermodynamics the principles of chemical reaction engineering and process control properties of materials the concepts and legal requirements of risk management and safe design and operation Graduates of Civil Engineering programs should have a sound knowledge of: engineering mathematics through differential and integral calculus general chemistry calculus-based physics computational mechanics probability and statistics principles of mechanics of solids and fluids principles of structural mechanics, including dynamic behaviour, and soil mechanics mechanical properties and durability of construction materials concepts of systems and theories of transportation principles of hydrology and hydraulics the interactions between built and natural environments he concepts and legal requirements of risk management and safe design. Civil Engineering graduates also should have knowledge and understanding spanning breadth across the major specializations of civil engineering, and depth in at least one, consistent with the program objectives The major specializations include: o structural o geotechnical, o transportation and traffic engineering, o contruction engineering and management, and Learning Outcomes Page 23 of 60

24 o water resources and environmental engineering. Graduates of Electrical Engineering programs should have a sound knowledge of: mathematics through differential and integral calculus, probability and statistics, including applications appropriate to the objectives of the electrical engineering program basic sciences (some with experimental experience) and computer science engineering topics consisting of engineering science and engineering design appropriate to the objectives of the electrical engineering program 8 the concepts and legal requirements of risk management and safe design and operation Electrical Engineering graduates also should have knowledge and understanding spanning breadth across the major specializations of electrical engineering, and depth consistent with the program objectives. The major specializations include: energy conversion including power conversion and electrical machines, basic engineering skills of workshop technologies, laboratory and practical field experience energy transmission including the ability to design and supervise the construction of systems used to generate, transmit, control and use electrical energy and the ability to incorporate electronic, electrical, and mechanical components and equipment in computer controlled systems information processing including the ability to analyze and synthesize circuit and signal processing systems, the ability to use appropriate computer digital and analog control techniques, and knowledge of the properties of materials communications including the ability to analyze circuit and signal processing systems, a sound understanding of electromagnetic wave propagation and knowledge of antenna systems, circuit designs, and computer networks Graduates of Industrial Engineering programs should have a sound knowledge of: mathematics through differential and integral calculus, probability and statistics relevant to industrial engineering dynamics of mechanical systems mechanics of solids control systems engineering properties of materials the technology of manufacturing processes operational research 8 The engineering sciences have the roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs. Learning Outcomes Page 24 of 60

25 management and organisation of production analysis and design of manufacturing systems quality and reliability engineering the concepts and legal requirements of risk management and safe design and operation. Graduates of Mechanical Engineering programs should have a sound knowledge of: mathematics through differential and integral calculus, probability and statistics relevant to mechanical engineering thermodynamics mechanics of fluids thermal systems dynamics of mechanical systems mechanics of solids computational mechanics control systems engineering properties of materials the concepts and legal requirements of risk management and safe design and operation. Graduates of Petroleum Engineering programs should have a sound knowledge of: engineering mathematics relevant to the discipline physical chemistry thermodynamic and transport properties of fluids and multiphase systems the principles of equilibrium thermodynamics the principles of momentum, heat and mass transfer concepts of geology, petroleum geoscience and geomechanics concepts of rock mechanics and hydraulics concepts of structural engineering oil reservoir characterisation and engineering the concepts and legal requirements of risk management and safe design and operation. Specific Cognitive Skills Outcomes The educational approach used for the development of cognitive skills should promote sufficient flexibility to enable development of proposed solutions to new and unexpected problems, accommodating emerging technologies, multi-disciplinarity and innovation. Cognitive skill learning outcomes for bachelor s degree graduates in engineering include the ability draw on the knowledge described above to: Learning Outcomes Page 25 of 60

26 identify, formulate, research literature and analyse complex engineering problems 9 reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences design solutions for complex engineering problems in their area of specialization, and design systems, components or processes that meet specified needs with appropriate consideration of functionality, public health and safety, economical design, cultural, societal, and environmental considerations. conduct investigations of complex problems using research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions create, select and apply appropriate techniques, resources, and modern engineering and computing tools, including prediction and modelling, to complex engineering activities, with an understanding of the limitations demonstrate understanding of engineering and management principles and apply these to their own work, or as a member or team leader in a group, to manage projects in specific areas of activity or in multi-disciplinary environments Specific Interpersonal Skills and Responsibility Outcomes Note that the intention in describing these outcomes is that graduates will actually behave in the ways described. Programs should ensure that students are able to do these things effectively, and that there are reasonable expectations that they will do so. Program evaluation strategies should include evidence that these expectations are being realized. Interpersonal skill and responsibility outcomes include the ability to: Apply ethical principles and commit to professional ethics, responsibilities and norms of engineering practice. Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings Recognise the need for, and have the preparation and ability to engage in independent and life-long learning in the broadest context of technological change. 9 High level engineering problems, possibly including many component parts or sub-problems, which cannot be resolved without in-depth engineering knowledge and have some or all of the following characteristics: Involve wide-ranging or conflicting technical, engineering and other issues which have no obvious solution and require abstract thinking and originality in analysis to formulate suitable models. Require in-depth knowledge that allows a fundamentals-based first principles analytical approach. Involve infrequently encountered issues outside areas encompassed by standards and codes of practice. Involve diverse groups of stakeholders with widely varying needs and have significant consequences in a range of contexts. Learning Outcomes Page 26 of 60

27 Specific Communication, Information Technology, and Numerical Skills 10 Outcomes Other outcomes expected in this category include: ability to ommunicate effectively, both orally and in written form using appropriate media, on complex engineering activities with the engineering community and with society at large. ability to understand and prepare effective reports. ability to prepare design documentation. ability to make effective presentations to different kinds of audiences. ability to give and receive clear instructions. ability to make sound judgments about the quality and reliability of information sources, for example information derived from the internet or from other reports. 10 Numerical skills expected of an engineering graduate are substantial and are dealt with under the categories of knowledge and cognitive skills. Learning Outcomes Page 27 of 60

28 Specific Learning Outcomes for Medical Education The learning outcomes for medical programs must include knowledge and skills required for professional practice in medicine and must be at an academic standard equivalent to what is required in bachelor s degree programs generally. The guidelines refer to general outcomes expected for a total degree program and are necessarily presented in broad terms. The contributions of individual courses within a total program need to be presented in greater detail as part of the course and program planning process. The learning outcomes for medicine include substantial scientific knowledge relevant to medical practice and the ability to apply this knowledge in diagnosis and treatment of patients. Highly developed psychomotor skills are extremely important, as are the interpersonal skills required in patient care in what is for many a sensitive field of activity. Development of these abilities requires a combination of academic study, practical training, and substantial supervised clinical experience. Rapid developments in research and technology require a firm commitment on the part of graduates to continuing study and professional development. Prerequisite Learning Students graduating from secondary school may admitted to bachelor s degree programs in medicine would be expected to have completed a science track. If a preparatory year is offered to students whose background in relevant sciences and mathematics is considered doubtful, studies in that year should bring students up to a level at least equivalent to year 12. The preparatory year should also focus on the development of spoken and written English skills, and information technology user competency. Credits earned in the preparatory year should not be counted for credit towards the four-year bachelor s degree programs.. Expected Characteristics of Medical Education Graduates Medical education graduates will have the knowledge and applied skills to practice medicine reflectively and compassionately for the benefit of their patients and the community. They will: make the care of the patient their first concern be skilled in accessing, appraising and applying current best evidence with their existing knowledge for decision making in everyday practice keep their level of knowledge and skills up to date recognize the importance of research in medical practice Learning Outcomes Page 28 of 60

29 recognize the incomplete and provisional nature of knowledge and be able to act appropriately in the face of uncertainty recognize their limits of competence and seek appropriate help when needed be committed to patient safety by improving the quality of health care and reducing errors use health care resources effectively and efficiently work with colleagues in ways that best serve the patients interests participate effectively in a multidisciplinary team to provide comprehensive patient care be committed to the health of populations as well as individual patients by practicing preventive medicine and health promotion; and behave in ways consistent with Islamic values and beliefs, and reflect high levels of loyalty, responsibility, and commitment to the service of society Medical education graduates will maintain the highest standards of professional behavior through integrity, respect, and openness in communication, which will meet the expectations of patients and sustain the trust of the community. Specific Knowledge Learning Outcomes Medical education graduates will have a sound knowledge of a broad range of scientific disciplines and principles that underpin their role as a general practitioner. These are grouped under the following three headings within the domain of knowledge. The Scientific Basis of Practice normal structure and function of the body and organ systems molecular, cellular, biochemical, and physiological mechanisms that maintain the body s homeostasis common investigational techniques used to differentiate normal and abnormal structure and function abnormalities in structure and function, that occur with disease. the aetiology and natural history of acute and chronic diseases normal and abnormal behavior principles of drug action and their uses and efficacy of various therapies including: absorption; metabolism; excretion; dose response relationships; specificity and selectivity in relation to actions and side effects the life cycle and effects of growth, development, and aging upon the individual, family and community. basic principles of clinical and translational research Learning Outcomes Page 29 of 60